https://scholarworks.iu.edu/journals/index.php/ijdl/issue/feedInternational Journal of Designs for Learning2016-11-30T21:18:28-05:00IJDLijdl@indiana.eduOpen Journal SystemsThis multidisciplinary, peer-reviewed online journal is dedicated to publishing descriptions of artifacts, environments and experiences created to promote and support learning in all contexts by designers in any field. The IJDL Library of Congress ISSN is 2159-449X.https://scholarworks.iu.edu/journals/index.php/ijdl/article/view/19856Juries as Innovation in an Instructional Design and Technology Program: A Saga of Continuous Improvement Efforts2016-11-30T21:18:25-05:00Dave S. Knowltondknowlt@siue.eduLynette Johnsonlynette_72@yahoo.comMelissa Thomeczekmthomec@siue.eduYuliang Liuyliu@siue.eduJody N. Lumsdenn/a@email.com<p><span class="tx">Academic juries have a long tradition as a method of </span><span class="tx">educating students and assessing their work. This tradition </span><span class="tx">has been limited to a relatively narrow range of disciplines, </span><span class="tx">such as architecture and various <span>fi</span>ne and performing arts. </span><span class="tx">This article describes the case of an online graduate-level </span><span class="tx">Instructional Design and Technology (IDT) program adopting </span><span class="tx">and adapting a jury structure to support the development </span><span class="tx">and assessment of students’ electronic portfolios. A key com</span><span class="tx">ponent of the adoption and adaptation is the continuous </span><span class="tx">e<span>ff</span>orts to improve the impact of juries across their 10-year </span><span class="tx">implementation (2005-2015) in the IDT program. Therefore, </span><span class="tx">this paper explicates the history of jury establishment and </span><span class="tx">development within the IDT program, reports two evalua</span><span class="tx">tions that provide students’ perspectives about juries, and </span><span class="tx">details the IDT faculty members’ response to those evalua</span><span class="tx">tions in an e<span>ff</span>ort to further improve juries as a program-wide </span><span class="tx">innovation</span>.</p>2016-11-30T21:18:24-05:00Copyright (c) 2016 International Journal of Designs for Learninghttps://scholarworks.iu.edu/journals/index.php/ijdl/article/view/19520From 2D to Kubi to Doubles: Designs for Student Telepresence in Synchronous Hybrid Classrooms2016-11-30T21:18:26-05:00John Belljohnbell@msu.eduWilliam Caincainwil1@msu.eduAmy Petersonpeter898@msu.eduCui Chengcherrycheng125@gmail.com<div data-canvas-width="235.54208006535944">This paper introduces the efforts of Michigan State University’s Counseling, Educational Psychology, and Special Education/College of Education (CEPSE/COE) Design Studio to utilize robotic telepresence devices in synchronous hybrid learning classes for the Educational Psychology and Educational Technology (EPET ) Ph.D. program. <em>Robotic telepresence devices </em>are digital devices that can be piloted from a distance for the purpose of interacting with people in a remote location. <em>Synchronous hybrid learning classes</em> refer to classes in which online and face-to-face students interact during shared synchronous sessions. This design case describes the context, technologies, and strategies used to integrate robotic telepresence devices in a synchronous hybrid learning class format. We conclude by discussing our insights gleaned from our existing designs for student telepresence in synchronous hybrid learning contexts.</div>2016-11-30T21:18:26-05:00Copyright (c) 2016 International Journal of Designs for Learninghttps://scholarworks.iu.edu/journals/index.php/ijdl/article/view/13469Designing an Online Graph-Oriented Collaborative Argumentation Tool for Middle School Students: A Faculty Expert’s Perspective2016-11-30T21:18:26-05:00Pi-Sui Hsuphsu@niu.eduRosarin Adulseraneeros.adul@niu.eduEamon Newmannewman@niu.eduJason Underwoodjunderwood@niu.eduCameron Willscwills@niu.eduMargot Van Dykemvandyke@dg58.org<p>The objective of this design case is to describe a cross-cultural, online graph-oriented collaborative argumentation tool for middle school students from a faculty expert’s perspective, and discuss the processes that were instrumental in creating the tool. Supported by the professional staff in the Digital Convergence Lab (DCL) at Northern Illinois University, a student team was involved in the design process of such a tool. The team designed two versions of graphic icons to represent the essential elements of argumentation skills. The first version of icon designs used human figures and symbols to represent two groups, five argumentation elements, and one icon for teacher input. After middle school students, in the United States and Taiwan, experienced the icon designs, the design team refined them to be gender and culturally neutral. The design team also modified the design of the user interface throughout the project.</p>2016-11-30T21:18:26-05:00Copyright (c) 2016 International Journal of Designs for Learninghttps://scholarworks.iu.edu/journals/index.php/ijdl/article/view/21658The App Farm: Engaging Design Process as a Means for French Learning2016-11-30T21:18:26-05:00Craig D. Howardcdh@utk.eduCary Staplesstaples@utk.eduSébastien Dubreilsdubreil@gmail.comLisa C. Yamagata-Lynchlisayl@utk.edu<p>In this design case, we present an instructional design project that resulted in a French language learning game development system. What we describe here is not the game itself, but rather the pedagogical intervention that created what the design team termed a mobile “application farm,” which in turn produced the game. The term <em>farm</em> was used due to the perspective of the designers to create a sustainable system rather than a single design. This design case also has another purpose beyond presenting precedent in instructional design; we interrogate the interview process and the protocol we used while documenting this project. We present the outcome of our interrogation in reflection notes posted throughout this design case. We do this because we believe that there is a value and need for design cases created by someone outside of the design arena but with access to members of the design team, in order to elicit where precedents might be found within complex designs.</p>2016-11-30T21:18:26-05:00Copyright (c) 2016 International Journal of Designs for Learninghttps://scholarworks.iu.edu/journals/index.php/ijdl/article/view/19767Designing and Developing an App for a Mixed Methods Research Design Approach2016-11-30T21:18:27-05:00Shuhong Luoshuhongluo@gmail.comJohn W. Creswelljcreswell1@unl.edu<p class="NoteLevel11"><span class="tx">We present the story of how we designed and developed </span><span class="tx">an application that provides expert consultation in mixed </span><span class="tx">methods research—the </span><span class="tx f236"><em>Mixed Methods Research Design App</em></span><span class="tx">. </span><span class="tx">We provide a description of the key design decisions, the </span><span class="tx">design failures, the related revisions made during the process </span><span class="tx">of designing the app, and the contribution to the design </span><span class="tx">knowledge. We used methodologies consistent with the </span><span class="tx">design and development of an expert system, modi<span>fi</span>ed for </span><span class="tx">areas speci<span>fi</span>c to an app, such as user interface design. Being </span><span class="tx">user-centered was the main rationale for our major design </span><span class="tx">decisions. The app has three main sections that help users </span><span class="tx">understand and use domain knowledge in their research </span><span class="tx">project. One design failure was that users felt the app looked </span><span class="tx">overwhelmed. The follow-up re<span>fi</span>nements included adding </span><span class="tx">more pages to simplify the visual impression of each page, </span><span class="tx">changing the overall navigation structure, and adding more </span><span class="tx">contents to engage users. We conclude that the factors </span><span class="tx">that in<span>fl</span>uenced our design decisions are the end users’ </span><span class="tx">experience, domain expert’s opinion, technology resources, </span><span class="tx">domain knowledge representation, and general interface </span><span class="tx">design principles</span>.</p>2016-11-30T21:18:27-05:00Copyright (c) 2016 International Journal of Designs for Learninghttps://scholarworks.iu.edu/journals/index.php/ijdl/article/view/20051Games, Stories and Language: Motivating Second Language Acquisition With Play2016-11-30T21:18:27-05:00Nathan Prestopniknprestopnik@ithaca.edu<p>This paper reports a design case for a story-driven language learning game called Arena. <em>Arena</em> was developed in the design science tradition, where purpose-built artifacts are used as a springboard for scientific inquiry. As such,<em> Arena</em> is a vehicle for designers and researchers to study the effectiveness of story-based games for engaging learners, as well as to explore some of the various challenges that manifest when designing and implementing gameful educational experiences. In this design case, we—myself, as author, and by extension, my design team of 14 undergraduate developers and researchers—report on the theoretical underpinnings of <em>Arena</em> and then draw contrasts between these and our experiences as practical designers. The contrasts we note include: (a) second language storytelling as a wicked challenge, (b) managing competing requirements for ease-of-use versus meaningful learning and engagement, (c) making playful connections between play and work, (d) the subtle impact of player point of view, and (e) designing for our target demographic of young male gamers.</p>2016-11-30T21:18:27-05:00Copyright (c) 2016 International Journal of Designs for Learninghttps://scholarworks.iu.edu/journals/index.php/ijdl/article/view/19211Telling Our Story: Using Digital Scrapbooks to Celebrate Cultural Capital2016-11-30T21:18:27-05:00Clarice M. Morancmoran6@kennesaw.edu<p><span class="tx">This design was intended to act as a template for technology </span><span class="tx">integration for preservice teachers in an English language </span><span class="tx">arts class. However, the unintended result was a celebration </span><span class="tx">of cultural heritage and increased classroom community. </span><span class="tx">Through the project, 23 preservice teachers used online </span><span class="tx">tools to design digital scrapbook pages that re<span>fl</span>ected family </span><span class="tx">ancestry and life histories. Participants from diverse ethnic </span><span class="tx">backgrounds celebrated their unique names and cultural </span><span class="tx">capital.</span></p>2016-11-30T21:18:27-05:00Copyright (c) 2016 International Journal of Designs for Learninghttps://scholarworks.iu.edu/journals/index.php/ijdl/article/view/18864Design and Implementation of a Web-Based System to Support Collective Reflective Practice2016-11-30T21:18:27-05:00Alexios Brailasabrailas@yahoo.comKonstantinos Koskinaskkoski@panteion.grGiorgos Alexiasgalexias@panteion.gr<p>The objective of this paper is to describe the design case of a web-based system that aims to facilitate the collective reflective practice of a learning group in an academic setting. The technical infrastructure of the system is fully implemented using free web services, which requires minimum technical knowledge or expertise. A key technical component of the proposed system is a web mash-up hub node that filters and aggregates the relevant posts coming from the participating members’ blogs. The overall design process, including the theoretical inspiration, the context, and the implementation, is presented in full detail. This design case can be utilized to inform and inspire other educators or reflective practitioners to design similar systems.</p>2016-11-30T21:18:27-05:00Copyright (c) 2016 International Journal of Designs for Learninghttps://scholarworks.iu.edu/journals/index.php/ijdl/article/view/13116MASLO: A Mobile Learning Development System2016-11-30T21:18:27-05:00Rovy Branonrovy.branon@gmail.comMoses Wolfensteinmoses.wolfenstein@uwex.eduCathrin Weisscathrin.weiss@gmail.com<div><span id="docs-internal-guid-4d95f766-9dcc-b825-6549-ac2fc9630c09"><span>The Mobile Access to Supplementary Learning Objects (MASLO) is an open source software kit developed by the Advanced Distributed Learning Co-Laboratory (AADLC) at the University of Wisconsin-Extension. The MASLO kit is designed to provide the components for content authoring and delivery on Apple iOS® and Google Android® smart phones.This project built on work from an earlier AADLC effort to develop a high school test preparation mobile application called Revu4u (Review for You). In that project, AADLC team members successfully created a technical framework for delivering smart phone enabled instructional content. While the technical components functioned as intended, virtually no time was spent in Revu4u on creating usable interfaces. Additionally, the Revu4u project was limited in scope to only deliver multiple-choice questions and feedback. The MASLO project focused on usability rather than technological capability and was designed as a more comprehensive instructional content authoring environment. In this article, the authors will describe MASLO as a design case. The purpose is to clearly describe the kit itself, critical design decisions, and the context and situations relevant to understanding the decisions made. Relevant Revu4u processes and outcomes are briefly described as a precedent for MASLO. MASLO is a living, open source project, and this case describes the development of the kit up to August 2012.</span></span></div>2016-11-30T21:18:27-05:00Copyright (c) 2016 International Journal of Designs for Learning